A participant in the Oklahoma Writing Project shares ideas about writing instruction. (RL)

Suggests ways to help students revise their written compositions by teaching them to "see" their work again. (DF)

Tips for teachers who want to get their writing published, lists of resources with information on publications, and annotated list of journals for English educators. (RL)

Having writers ask questions about their own papers promotes commitment to the revising and proofreading process. Students can ask teachers or peers the following: (1) What do you like about my paper? (2) What questions do you have about my paper? (3) What kinds of polishing does my paper need? (RL)

Shows that the compulsion for neatness in students' in-class writing assignments is something that teachers should resist. (RL)

Proposes "Pencil Meditation Day"--the first day of a unit on writing--and its attendant motivational devices as a way to convince students that their written contributions will be valued and that their minds are sources of power. (RL)

Suggests that oral interpretation units in language arts courses have value in themselves in addition to their value in helping students improve their writing skills. (DD)

Traces the growth and development of English composition and language studies in the decades between the publication of "Reorganization of English in Secondary Schools" in 1917 and of "An Experience Curriculum in English" in 1935. (DD)

Examines a variety of channels, including professional magazines, writing contests, and school literary magazines, through which students may have their writing published. (DD)

Illustrates the power of responsive teaching and how one teacher used a modern poem about cruelty to address a recent incident of her own students' cruelty to a classmate. Notes that the class responded with compassion, tolerance, and a sense of caring for those who are different. (MG)

Provides 21 brief responses from readers of Karen Jost's articles in the March and September 1990 issues of this journal regarding whether or not writing teachers should write. (MG)

Presents a letter written by a professional writer (and a former high school and college teacher) to a young female student who has started writing poems. Discusses why and how she writes. Urges the student to continue writing. (RS)

Reviews 15 books about teaching, school, or English education published in the 1980s that had a profound influence on teachers and teaching. Notes that these books focus on writing and writing instruction. (RS)

Shares insights of an English teacher gained through a variety of teaching experiences. Describes how the Bay Area Writing Project provided effective strategies to improve the teaching of writing. (NH)

An English teacher provides some sentence comparison activities that enlarge students' linguistic resources for writing. He believes that students can learn to revise for style if they recognize the stylistic choices writers make.